Titrating this year for me has an added complication. The complication is that half of the science department has to be completely packed up and out of our rooms, including chemicals and equipment, before school ends. Half of the department is going to be completely remodeled (my half of course). Teaching must still go on in the middle of the madness.
I have blogged about Argument Driven Inquiry (ADI) previously. It has been a popular topic on ChemEd X lately. During my limited experience, I have found the process to be a bit drawn out but extremely helpful and beneficial. The time spent has been well worth it.
A discussion of how students solve stoichiometry problems.
Having had positive experience using Argument Driven Inquiry (ADI), I decided to try and adapt a specific heat lab to the ADI process.
I first learned about argument driven inquiry through a post written by Ben Meacham. I was interested in both the stoichiometry lab and the way that it was presented to the students through Argument Driven Inquiry. This lead me to the Argument Driven Inquiry (ADI) website. The website provided many resources.
The concept of the mole has always been a challenging topic for myself and my students. The challenge comes in part when we try to imagine 6.02 x 1023 of anything. Another challenge for some students is the math and theory behind this number and concept. I have tweaked an activity to help guide my students to an understanding of these concepts.
My students just finished an activity about isotopes. Each year there is always one or more student who ask about the mass of isotopes. How do scientists solve for that mass experimentally?
If you have never attended a BCCE, I offer some reasons to change that this summer. The conference will be in Notre Dame this summer. Please vote for the topic that you would like me to develop my presentation about.
